"ECTs report very high levels of satisfaction with all aspects of the programme. They benefit from consistently effective mentoring, which helps them to be very successful in the different subjects and phases they teach."

Ofsted

Ofsted Inspection Judgements, NPQ Inspection, August 2025

We are proud to announce that our Early Career Framework (ECF) programme has received a remarkable "Outstanding" rating from Ofsted. This exceptional judgment reflects the dedication and hard work of the ECF team, Delivery Partners, schools involved, and the participants themselves.

You can read the report in full below.

What is it like to be an early career teacher (ECT) at this lead provider?

The Best Practice Network ECF programme takes careful account of the prior knowledge and experience of ECTs. Expert facilitators and skilful mentors meticulously support ECTs in identifying areas where they need to do more to embed effective practice fully. Once secure, ECTs access high-quality resources to enhance their knowledge even further. This helps to ensure that ECTs teach with increasing confidence and impact over time. They undertake valuable action research and visits to other schools, gaining deep insights into chosen themes. This helps ECTs to positively influence practice in their own schools and develop ambitious career aspirations.

ECTs report very high levels of satisfaction with all aspects of the programme. They benefit from consistently effective mentoring, which helps them to be very successful in the different subjects and phases they teach. Expertly designed case studies help ECTs to become highly skilled in meeting the needs of pupils with special educational needs and/or disabilities (SEND). ECTs learn to manage their workload and maintain their well-being well. Well-established channels of communication enable ECTs to receive timely and precise support with any difficulties. School leaders remark upon the positive difference the programme makes to the recruitment and retention of highly skilled teachers in their local areas.

Information about this lead provider

• There are 4,579 ECTs currently following the Best Practice Network ECF programme
• The vast majority of ECTs learn with one of 36 delivery partners. Best Practice Network provides the ECF programme directly to 211 ECTs
• Delivery partners include teaching school hubs, multi-academy trusts and schools

Information about this inspection

• The inspection was carried out by five of His Majesty’s Inspectors. Inspection activities were undertaken on site and through a mix of in-person and online visits to delivery partners
• Inspectors met with the managing director, the director of quality and compliance, the ECF programme director and ECF programme lead, leaders and managers of partnerships, operations and e-learning at the lead provider, and four members of the advisory board
• Inspectors visited nine delivery partners, including two online visits. Inspectors also sampled an additional four delivery partners
• Inspectors carried out nine focused reviews. For each focused review, inspectors held discussions with delivery partner leaders and facilitators, spoke to ECTs, spoke to school leaders, mentors and induction tutors, and considered any appropriate documentation
• Inspectors considered responses to the Ofsted surveys for ECTs, mentors, school leaders and delivery partners when making their judgements.

What does the lead provider do well and what does it need to do better?

The Best Practice Network ECF programme is expertly designed to equip ECTs with the knowledge and skills they need to ensure that every child receives an excellent education, regardless of their background. As such, the curriculum draws upon a wide range of case studies, including exposing ECTs to different special educational needs and disabilities. This helps ECTs to deepen their understanding of how teaching can be adapted to meet a wide range of needs. Over the course of the programme, ECTs encounter a rich wealth of examples to help them successfully apply their learning to their context. They also learn to apply the same principles expertly to less familiar contexts.

Coverage of the ECF is comprehensive. The lead provider has made well-judged decisions about how and when ECTs will revisit important learning. For example, ECTs successfully build on their initial teacher training experience, revisiting the key learning and pertinent research during Year 1. In Year 2, ECTs achieve a more sophisticated understanding. They undertake well-thought-out action research, visit new settings and collaborate with colleagues working in other subjects and phases. School leaders remark upon the confident way that ECTs apply their professional learning in practice.

Training facilitators are highly experienced school leaders. The training provided to them is exceptionally strong. Facilitators go to great lengths to champion and provide support for ECTs. For example, facilitators on the direct delivery programme recognise that ECTs on this route may not belong to a local network. They provide valuable additional opportunities for meeting up online.

Mentor training is excellent. It includes precise guidance to support a cycle of reflection in which ECTs focus sharply on identifying where their knowledge is secure and where they would benefit from further work. Highly experienced mentors direct ECTs’ learning precisely where it will make the most difference to their practice. They get to know their ECTs very well. Where an ECT is closer to mastery of one or more of the standards due to sustained, relevant experience working in education, mentors work with the lead provider to meticulously tailor the programme.

Leaders pride themselves on high-quality relationships with delivery partners. An ambitious vision for what ECTs will learn and how mentors and facilitators will contribute to their success is tenaciously embedded across the partnership. Self-evaluation is rigorously built into day-to-day working practices. Leaders are highly responsive to feedback from stakeholders, showing great agility in making swift changes, for example, to reduce workload demands for ECTs and their mentors.

There are well-considered arrangements in place for reporting welfare concerns. Best Practice Network is very considerate of the mental health and well-being of ECTs and mentors. Excellent resources in the enrichment library provide expert support and guidance for participants. As a result of this programme, ECTs are exceptionally wellprepared teaching professionals.